Learning system with response analyzer

ABSTRACT

A learning system is provided which includes a plurality of student units for use by students, a teacher unit for use by a teacher, and a plurality of master storage devices that store information reproduced by the student units. The learning system includes a computer for use also by the teacher that operates to control each of the student units. The computer also provides the feature of assisting the teacher in the student testing process wherein student response information is displayed on the computer. During each question of a test, the computer displays to the teacher the amount of elapsed time of the current question, the question number, the number of students who currently have responded to the current question, the ratio of students who currently have responded to the current question to the total number of students, and a graph that identifies the number of students choosing a respective answer. The computer also provides the feature of automatically closing a test question after a pre-selected condition is satisfied.

BACKGROUND OF THE INVENTION

The present invention relates generally to a learning system with randomassignments, conferencing, modeling, and analyzation of studentresponses, and more particularly to a learning system, such as alanguage learning system, having a student response analyzer feature inwhich the test taking process is automated and in which studentresponses/answers are analyzed and displayed in various manners.

Various existing learning systems, including language learning systems,are comprised of a number of student consoles and a teacher console. Ateacher of a class utilizes the teacher console to monitor studentsduring the instruction of a specific subject such as a foreign language.Some language learning systems supply the teacher, after thecommencement of a test, with the students' test results and furtherinclude the capability of allowing the teacher to maintain notes withinthe language learning system on each of the students. Current languagelearning systems further provide the capability of allowing a teacher tosetup a “conference”, wherein selected students are able to communicatewith one another via their respective headphones and microphones.

Although current language learning systems have advanced well beyond themore traditional utilization of a single tape recorder to teach aforeign language, existing devices have various shortcomings. Forexample, current systems do not integrate individual student data intothe education process, and do not allow for the teacher to see whoshe/he is working with. Further, such systems do not allow for the easycompilation of various data (e.g., the student answers). Still, furthersuch systems do not automatically analyze student responses, and do notprovide for the automation of student testing and automation or studentresponse analyzation. Finally, current systems simply remain difficultand time-consuming to use requiring the teacher to spend more timeoperating the system and less time interacting with and teaching thestudents.

OBJECTS OF THE INVENTION

Accordingly, it is an object of the invention to provide an improvedlearning system which overcomes the shortcomings of existing learningdevices.

A further object of the invention is to provide an improved learningsystem having a graphical user interface which provides for the easycoupling of student and class data to specific interface/input devices.

Another object of the invention is to provide an improved learningsystem which allows for the random assignment of students to variousgroups.

An additional object of the invention is to provide an improved learningsystem in which a particular formed group can act as a model to allother students not in the group.

A still further object of the invention is to provide an improvedlearning system in which all students in a randomly formed group areswitched to receive input from one particular master unit.

Still, another object of this invention is to provide a so-calledresponse analyzer in the learning system for the purpose of automatingstudent testing.

Still, an additional object of this invention is to provide for thesynchronized control of the learning system hardware and a personalcomputer/RGB/mouse switching network.

Various other objects, advantages and features of the present inventionwill become readily apparent to those of ordinary skill in the art, andthe novel features will be particularly pointed out in the appendedclaims.

SUMMARY OF THE INVENTION

In accordance with one embodiment of the invention, a learning systemand corresponding method are provided with a plurality of student unitsfor use by students, a plurality of master units and a teacher unit. Theteacher unit includes a computer having a graphical user interface thatoperates to control the student units to record studentresponses/answers, to control selected student units to reproduce therespective recorded information in a predetermined format, and tocontrol the master unit(s) to record the information output by theselected student units.

As one aspect of the present invention, the computer allows the user(i.e., teacher) to enter a question begin instruction that representsthe beginning of a current question, and the computer, in responsethereto, displays various information corresponding to the respectivecurrent question. Such information includes the amount of elapsed timeof the current question, the question number, the number of students whocurrently have responded to the current question, the ratio of studentswho currently have responded to the current question to the total numberof students, and a graph having a plurality of columns that correspondto a respective possible answer, and within each of the columns thenumber of students currently selecting the respective correspondinganswer is displayed.

As another aspect of the present invention, the computer automaticallyends (“closes”) the current question when a pre-selected condition issatisfied. The computer may end a question when a predetermined amountof time has elapsed, when a predetermined percentage of students havesupplied the correct response, when a predetermined percentage ofstudents have responded to the current question, and when apredetermined number of students have responded to the current question.

As a feature of this aspect, the user may identify selected questions ina test to be automatically closed.

As another feature of this aspect, the user may identify those questionsto be automatically closed when a first pre-selected condition issatisfied, and identify those questions to be automatically closed whena second preselected condition is satisfied.

BRIEF DESCRIPTION OF THE DRAWINGS

The following detailed description, given by way of example and notintended to limit the present invention solely thereto, will best beappreciated in conjunction with the accompanying drawings, wherein likereference numerals denote like elements and parts, in which:

FIG. 1 is an exemplary system configuration of the learning system ofthe present invention;

FIG. 2 is an illustration of a master/student recorder;

FIG. 3 is an illustration of the teacher control panel shown in FIG. 1;

FIG. 4 is an exemplary illustration of the main window of the companionsoftware;

FIG. 5 is an exemplary illustration of the main window of the companionsoftware showing the locations of the student stations that areconnected to the language learning system of the present invention;

FIG. 6 is an illustration of the main window of the companion softwareafter various initializations;

FIG. 7 is an illustration of a window of the companion software showingseat numbers of the student stations;

FIG. 8 is an illustration of a window of the companion software showingvarious class data for a roster file;

FIG. 9 is an illustration of a window of the companion software showingvarious student data of a selected student in a class;

FIG. 10 is an illustration of a window of the companion software thatallows for the shifting of student seating assignments;

FIG. 11 is an illustration of a window of the companion software thatallows for the printing of class roster information;

FIG. 12 is an illustration of the main window of the companion softwarehaving a student information panel;

FIG. 13 is an illustration of a program control panel that is includedin the main window of the companion software;

FIG. 14 is an illustration of the main window of the companion softwarehaving a group call panel;

FIG. 15 is an illustration of a window of the companion software thatprovides for student monitoring;

FIG. 16 is an illustration of student unit status data included in themain window of the companion software;

FIG. 17 is an illustration of a window of the companion software thatprovides for establishing a conference;

FIG. 18 is an illustration of a window of the companion software forperforming the student tape auto compile function of the presentinvention;

FIG. 19 is an illustration of an exemplary response analyzer window ofthe companion software relating to the response analyzer function of thepresent invention;

FIG. 20 is an illustration of an exemplary response analyzer window forsetting the response analyzer's automatic functions in accordance withthe present invention;

FIG. 21 is an illustration of an exemplary analyzer results dialoguewhich provides analysis data pertaining to student responses;

FIG. 22 is an illustration of an exemplary CA/LL Switcher Panel thatcontrols the operation of the switching system; and

FIG. 23 is an illustration of an exemplary pattern dialogue whichassists the user in saving and opening pattern files.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

The learning system described herein is a computer-assisted learninglaboratory. It is a highly intelligent, yet user-friendly, system whichallows a teacher to efficiently control and track a variety of classesand to conduct effective lessons according to the specific needs of thestudents.

During the process of learning a foreign language, or during the processof learning anything new, a crucial aspect of such learning is theintroduction of audio and visual material to the student. The learningsystem discussed herein enables the teacher to easily incorporate anaudio lesson with corresponding video material. This combined with thepairing of students for conversation practice or selecting a student tobe a “model” voice (discussed below) provides for a variety of learningstimuli. The language learning system of the present embodiment furtherenriches speaking and listening skills for students by integrating thelanguage learning system with personal computers thus providing acomputer-assisted laboratory. Testing and recording of student responsesmay be automated, so that grading may take place in a more user friendlymanner. Finally, the language learning system of the present inventionallows for the compilation and manipulation of data for each student ina roster file. Thus, various data, including for example test scores,attendance records and assignment completion records, may be maintainedon each student. It is then possible to view this information, or toassign certain projects or the like to particular students based uponthe status of various data of the roster file.

Referring now to the drawings, FIG. 1 illustrates an exemplary systemconfiguration of the learning system of the present invention. As shown,the system is comprised of a teacher unit 30 which includes a personalcomputer (PC) and a control panel, a number of master recorders (e.g.,tape recorders) 32, a number of student recorders 34, and variousoptional accessory equipment, including room speakers 40, a televisionmonitor 42, a CD player/DAT cassette deck 34, a video presentation stand46, a video tape recorder 48, and a number of television sets 50. Inaddition, the learning system may include at least one additionalpersonal computer 60 that operates to aid in control the languagelearning system, or allow for additional input or output avenues, inaccordance with the present invention. Of course, many of the recordingand playback devices may be substituted for each other. For example, thetape recorders may be provided as a digital storage or playback devices,or the like. Additionally, any of these peripheral devices may beprovided as input or output devices for use whether by a student or ateacher.

In a single classroom (or in multiple classrooms, as necessary), eachstudent is provided with his or her own student recorder 34 which hasattached thereto a respective headset 34 a to allow the students tolisten to a class lesson and also to provide for the recording of thestudent answers on cassettes or other recording media (i.e. minidiscs orhard drives if each student unit is provided with a personal computer)inserted in the respective student recorders 34.

FIG. 2 is an exemplary recorder that may be utilized as either a masterrecorder or a student recorder, but it is appreciated that other typesof recording/reproducing devices may be utilized by the learning systemof the present invention including, but not limited to, a digital audiotape (DAT) recorder, a digital video disk (DVD) recorder and/orreproducing device, etc. Also as is appreciated, the master and studentrecorders mentioned herein have the standard capabilities of high speedcopy/transfer of stored data, independent “program” and “student” volumecontrols, external audio input/output, A-B repeat functions, go to 0,remote control, and various editing functions.

Teacher unit 30 operates as a control console of the learning system. Adisplay thereof is shown in FIG. 3, wherein, for example, 64 studentpositions are supported. As will be discussed, teacher unit 30 allowsthe teacher to carry out various functions including conferencing,student pairing, student/conference modelling, video selection, testinganalyzing, pattern storage, as well as various other functions.

In accordance with the present invention, the teacher, may utilize boththe PC and control panel of the teacher unit 30 (FIG. 1) in order tocontrol the system. This PC of teacher unit 30 utilizes learning systemsoftware provided in accordance with the present invention. In apreferred embodiment, the learning system software, known as thelanguage learning system companion software (or simply, companionsoftware), provides a graphical user interface (GUI) that is designed tocontrol the learning system disclosed herein. In other words, thecompanion software is operable, in addition to providing additionalfeatures (discussed below), to cause the PC of teacher unit 30 toemulate the control panel of teacher unit 30, wherein the image on thecomputer's monitor corresponds to the control panel of the teacher unit,such as shown in FIG. 4. Such emulation is important so that users ofprior control panels may easily learn and operate the new system of theinvention. The personal computer may also be designed to retain variousinformation regarding any of the students using the system. Thisinformation may be stored in roster files so that the information isreadily available to a teacher using the system. Roster files may, ofcourse, be stored at other locations using known network technology.

In addition to controlling or emulating the control panel of teacherunit 30, the computer is operable to perform numerous other functionsincluding various initialization procedures, including theinitialization of the computer system itself as well as theinitialization of the language learning system (i.e., the teacherconsole and the attached devices). During such initialization process,the companion software determines the number of master recorders 32 thatare connected to the language learning system, determines the number ofstudent stations (i.e., student recorders 34) that are connected to thelanguage learning system, and determines the location (e.g., within theclassroom) of the connected student stations.

FIG. 5 is an exemplary illustration of the “main window” display of thecomputer system of teacher unit 30, wherein it is seen that 30 studentstations are detected as being connected to the language learning systemand that the positions of those stations are assigned within an 8 by 8matrix. Of course, other graphical representations of the studentstations are possible. In addition, the computer initializes a so-calledCA/LL (computer assisted/language learning) switcher, if connected tothe learning system, to be further discussed.

Referring next to FIG. 6, the main window of the companion software isshown after the various initialization procedures and after the entry ofvarious additional data including the names of each of the students inthe class by the teacher or other person or procedure. As previouslymentioned, the layout of the companion software display is similar tothe control panel of teacher unit 30. However, the companion softwaremain window includes various features and displays that are not shown onthe control panel of teacher unit 30, such features and displaysgenerally representing operating status and conditions that are beyondthe capability of the control panel 30. For example, program assignments(to be discussed) may be represented by colors or other designatorswithin each student station indicator in the companion software mainwindow, wherein the student stations (in the main window display) ofthose students assigned to a first group may be displayed in a firstcolor, the stations of those students assigned to a second group may bedisplayed in a second color, and so on. Similarly, the stations of thosestudents who are in a so-called library mode may be displayed in anothercolor, and students who are determined to be absent may be displayed inyet a different color. Still further, students who are being monitoredby the teacher (to be discussed) may be identified, for example, by acolored outline around the corresponding student station indicators inthe companion software main window.

In addition to controlling the functions and features of the learningsystem, the companion software provides the computer of teacher unit 30with a number of additional functional features, including simultaneousand redundant operation of the control panel of teacher unit 30 and thecompanion software's main window display, customization of configurationand initialization files, identification of the various audio and videodevices that are connected to the learning system, and identification ofwhether a CA/LL switcher is connected to the learning system andsubsequent configuration thereof. In addition, the companion softwareprovides for user entry of various additional information including theinstitution name, seating assignments (i.e., seat numbers), and variouspasswords. FIG. 7 illustrates a window of the companion software showingseat numbers of the student stations.

In addition to the above mentioned functions, the learning system of thepresent invention includes the capability of allowing students to “call”the teacher by means of an appropriate button on the student recorders,and upon selection by the teacher of the calling student, as indicatedon the main window display, the student is able to communicate, at leastorally, with the teacher. In additional embodiments of the invention, acall by a student may allow for the selection of a group of students bythe teacher, or automatic selection of a group of students based uponroster file information, which may all be interested in theconversation. Similarly, the teacher may “call” a student by “selecting”that student in the main window. Still further, the teacher can “call”students assigned to a particular group or call all the students bymeans of appropriate selections in the companion software's main windowdisplay. Finally, the teacher may call all students based upon a queryof student information maintained within a particular roster file. Thus,it might be possible for a teacher to call all of the students whofailed a particular exam, or who did not yet turn in a particularassignment. Thus, the teacher can converse with students based upon anyattribute in the roster files, even if no prior group regarding thisattribute has been defined.

In accordance with the present invention, the learning system inconjunction with the companion software also provides the followingfeatures:

1. CLASS MANAGEMENT—ROSTER FILES

2. RANDOM PROGRAM ASSIGNMENTS/CONFERENCING/MODEL

3. STUDENT TAPE AUTO COMPILE

4. RESPONSE ANALYZER

5. CA/LL SWITCHER

6. PATTERN FILES

These features of the present invention are discussed in detail below.

1. CLASS MANAGEMENT—ROSTER FILES.

In accordance with the present invention, the companion softwareincludes the capability to allow users (e.g., teachers) to create andedit so-called “roster files”, which were briefly discussed above ascontaining various information about each student. A roster file, asused herein, is a database of information of each of a group ofstudents. A roster file may represent a data base of information for anynumber of student entities, such as all entities in a class or allstudents learning a particular subject (e.g., foreign language, mathclass, science class, etc.) in more than one class or the like. However,by way of example in a preferred embodiment, a roster file pertains toone or more students in a group or class. As will be discussed, some ofthe information contained in a roster file is displayed continuously inthe companion software's main window and other information, e.g.,attendance, is not displayed continuously but instead is selectivelydisplayed. A roster file may be stored permanently on, for example, ahard disk or other storage device and subsequently may be retrieved asrequired (e.g., prior to class time).

When a roster file is created or retrieved through the personal computerof teacher unit 30, various information regarding the roster file isdisplayed to the user, including, for example, the class name, the classnumber (e.g., a school identification number), the teacher name, andclass notes in a user friendly and easily accessible manner, such asshown in FIG. 8. This information may be changed using the same userfriendly display, as necessary. Also, data specific to a selectedstudent may be displayed (also, entered and edited), such as shown inFIG. 9. The student data may include the student's seat number, thestudent's name, the student's identification number, the student's grade(e.g., grade 11, sophomore, etc.), and teacher notes on the student.Other information such as the number of times the student is absent alsomay be displayed, and such information generally is updatedautomatically when attendance is “taken” by the companion software(e.g., by polling the student stations). Still further, so-called“analyzer data” may be displayed. This data refers to the various testinformation that is collected during automatic testing of the student(discussed below). Finally, any other information may be entered by theuser of the teacher unit in order to maintain complete records of eachstudent in a class.

A class management feature of the companion software uses roster filesand further allows the teacher to change student seating assignmentswithout affecting program group assignments (discussed below) or otherstatus/information pertaining to the students. With this feature, ateacher can exchange the positions of two students by “dragging” onestudent block (as shown, for example, in FIG. 6) onto another studentblock. Student seating assignments also may be changed by shiftingstudent positions in a selected direction (e.g., left to right). Stillfurther, the teacher may move only selected students (e.g., studentsassigned to a particular group). FIG. 10 illustrates an exemplary windowof the companion software that allows the teacher to shift selectedstudents in a selected direction.

Class roster information, in addition to being displayed, may be printedvia appropriate instructions, wherein the teacher identifies thosestudents to be printed, what information to be printed, and in whatorder the data is to be printed. FIG. 11 is an illustration of a windowof the companion software that allows for the printing of class rosterinformation.

Referring next to FIG. 12, the main window of the companion software mayinclude a so-called “student information panel” which provides textualinformation about a student being monitored. The textual information mayinclude the student's name, the student's identification number, thestudent's school year, student attendance information, the student'saverage score, and teacher notes on that student. Of course, otherinformation pertaining to the student may also be displayed. Aspreviously mentioned, attendance is automatically taken, for example, bypolling each student station at the beginning, middle or end of a class,and the student's absence information thereafter is updatedautomatically. In addition, when a student is considered to be absent,communication with that student's station is terminated. Also, absentstudents are identified in the main window, for example, by displayingthe corresponding student block in a light gray color.

Class management using roster files in accordance with the presentinvention further provides the feature of “group assignments”, whereinnon-absent students may be assigned to any one of four (or more) programgroups and library mode. As previously mentioned with reference to FIG.1, a multiple number of (e.g., four) master recorders 32 may beconnected to the learning system of the present invention, and duringthe previously mentioned initialization of the equipment, one of themaster recorders is designated for “program group” 1 students, anothermaster recorder is designated for “program group” 2 students, etc.During class, and in accordance with the present invention, the teacher,by means of the companion software's main window, identifies thosestudents to be assigned to group 1, identifies those students to beassigned to group 2, and so on. Alternatively, the students may beautomatically assigned to a particular group based upon the status ofany particular attribute stored in the roster file, such as whichassignment has been previously completed by a particular student or thestudent's success on various prior assignments, by way of example.Thereafter, students assigned to group 1 hear the audio reproduction ofthe first master recorder, students assigned to group 2 hear the audioreproduction of the second master recorder, etc. As previouslymentioned, and with reference to FIG. 6, student group assignments maybe identified by the respective color of the respective student blocks,or other indicator, in the main window.

Group assignment is achieved by selecting an appropriate programselection box in a program control panel, as shown in FIG. 13, that isincluded in the main window of the companion software, and thenselecting those students either manually or automatically in accordancewith roster file information (i.e., the corresponding student blocks inthe main window) to be assigned to the selected program. In addition,other group assignment functions include assigning all students to asingle program group (e.g., by selecting “ALL” in the program controlpanel), assigning students randomly to a program group, and assigningstudents to the next available group, that is, assigning studentspreviously assigned to group 1 to group 2, assigning students previouslyassigned to group 2 to group 3, etc. Students assigned to library modeare unaffected. In addition, the teacher may allow each student tochoose the program group to which he or she will be assigned.

Class management further is carried out by means of the companionsoftware's capability of easily allowing the teacher to perform a “groupcall”, wherein the teacher is able to communicate with the studentsassigned to a selected program group(s). In this instance, the teacherselects one or more of the group call numbers in the group call panelincluded in the companion software's main window, as shown in FIG. 14.Thereafter, the companion software selects the corresponding programsource(s), supplies the teacher's voice to each of the selected studentsvia their respective student stations, and optionally either prevents orpermits transmission to the teacher of the selected students' voices. Inaddition, the companion software optionally may pause the particularmaster recorder(s) 32 corresponding to the selected group(s) during thegroup call so that portions of the tape for a particular group will notbe played while the teacher is speaking with the students assigned tothe group.

As previously mentioned, students may be monitored by the teacher usingthe companion software. FIG. 15 is an exemplary window of the companionsoftware that allows the teacher to set up a so-called scanning monitorfunction. A manual scanning monitor mode is available, during which thenext student to be monitored is monitored in response to a request bythe teacher. During an automatic scanning monitor mode, however,selected students are monitored automatically and sequentially for apre-set period of time. Once a student has been monitored, he or sheneed not be monitored again until all students in a group have beenmonitored. In this mode, the teacher may identify which students (e.g.,all students, students assigned to a particular group, students fittinga particular query regarding information in the roster file, etc.) tomonitor, the scanning direction, the duration of time to monitor eachstudent, whether monitoring may be “paused”, etc. In accordance with thepresent invention, those students designated to be monitored areidentified in the companion software's main window. Referring back toFIG. 6, student blocks containing an “x” have already been monitored. Ofcourse, additional characters and representations may be provided toidentify those students previously monitored, that student currentlybeing monitored, and those students who are to be monitored.

The learning system/companion software further provides the function ofdisplaying (e.g., within the main window) the tape transport status ofall connected student units. Such information may be selectivelydisplayed or continuously displayed. FIG. 16 illustrates exemplary datato be included within the student blocks in the main window, wherein, asshown, an “S” indicates that the student's tape recorder 34 is in stopmode, the character “>” represents the play mode, the characters “>>”represent the fast forward mode, the characters “<<” represent therewind mode, the characters “NT” indicates that no tape is in thestudent deck, “EOT” indicates that the tape is at its beginning or end,“2×>” represents that the two times reproduction mode, “REC” representsthe recording mode, “2×R” represents a double speed recording mode,“DRL” represents drill recording, “RP” indicates the tape in the studentrecorder is record protected, and “AA” indicates an audio active panel.

2. RANDOM PROGRAM ASSIGNMENT/CONFERENCING/MODEL

Another feature of the companion software in accordance with the presentinvention is the functions of providing random program or groupassignments, random conferencing and random modelling. As previouslydiscussed with reference to FIG. 13, the teacher may individually assignstudents to different program groups, or in an alternative embodiment,may assign students to groups based on certain conditions regarding theretained data of each of the students. In addition, the teacher mayrandomly assign each or selected students to an available program groupby means of an appropriate instruction (e.g., selecting the “RANDOM”block in the program control panel of the main window). Upon randomselection, the companion software randomly assigns those students whoare both present and not in the library mode to any one of the programgroups that are available (i.e., to any one of the master recorders 32).Thus, if four master recorders are connected to the learning system,then each student (present and not in library mode) is assigned toeither the first recorder, the second recorder, the third recorder orthe fourth recorder. Still further, and although not schematically shownin the drawings, the students may be randomly selected so that onlyparticular students are assigned to particular program groups. Afterbeing assigned to one of the groups, the representation of each studenton the computer is altered to indicate the group to which eachparticular student belongs, thus allowing the teacher immediate controlover the further functioning of each of the students or groups andknowledge regarding the constitution of each of the groups.

As an alternative or in addition to random group assignment, the teachermay randomly change the seating assignments of the entire class or of aselected group of students. For example, the window shown in FIG. 10includes a random shift direction option which provides for the randomshifting of the student seating assignments. Of course, not only may theseating assignment be randomly shifted, but also randomly moved in othermanners, such as the random swapping of pairs of student seatingassignments. Any changes in student seating will be indicated by achange in position

As previously discussed, current systems provide hardware for theestablishment of a conference, wherein students within that conferenceare able to communicate with one another. However, in a particularembodiment, the present invention allows for the establishment ofmultiple conferences, all setup in software, wherein students withineach conference are able to communicate only with students within therespective conference. The teacher may monitor any of the particularconferences by choice, or may monitor any number of the conferences inan automatic switching manner, as noted above.

Further, a conference may be established by selecting a collection ofstudents to be included therein, or in an alternative embodiment bysetting certain criteria for automatic selection of students to aparticular conference, aside from the manual assignment of students to aconference. For example, the window shown in FIG. 17 allows for theselection of students that are assigned to one or more groups to beassigned to a conference. For example, the teacher may select thosestudents assigned to group 2 or group 3 to be included in the sameconference, whereupon all of the students assigned to either of thesegroups are able to communicate with one another. It is also possible toassign students to a particular conference based upon roster filecriteria. Thus, all students meeting a certain criteria may be assignedto a certain conference. This criteria may be as simple as all studentswho have not yet completed a certain lesson, received a certain score ona test, or any other criteria.

In addition, and in accordance with the invention, the teacher may havethe companion software randomly select those students to be included inone or more conferences, and optionally may select the number ofstudents to be included in each of those conferences. For example, thecompanion software may randomly select both the number of students andthe particular students to be included in a particular conference, orthe companion software may randomly select up to a designated number ofstudents to be included in a conference.

Still further, multiple conferences may be established, as mentionedabove, with the additional possibility that the teacher selects thosestudents to be included in one conference and the computer randomlyselects those students to be included in another conference, or anycombination thereof. For example, the companion software may randomlyselect, e.g., 10 students to be included in a first conference, randomlyselect 15 students (who are not assigned to the first conference) to beincluded in a second conference, and randomly selects 10 students (whoare not assigned to either the first conference or the secondconference) to be included in a third conference, etc. Thus, if 60students are present, and the teacher wants to establish conferencesmade up of, for example, only four students, then the companion softwaremay be set to randomly set up 15 conferences, each including only fourstudents.

In addition to establishing conferences, so-called “random pairing” maybe achieved by the companion software, wherein students are randomlypaired to each other by the companion software. Here, each student isable to communicate only with that person to which he or she is paired.For example, if there are 20 students in a class, random pairing causes10 two-person conferences to be created.

Referring once again to FIG. 17, one option relating to conference modeis “model the conference”, wherein the companion software automatically“models” that conference allowing all students to hear the members ofthat conference. That is, all of the students that are not in theconference are able to hear the conference (i.e., all of the studentsincluded in the conference). In addition to modelling a conference, thecompanion software allows the teacher to model any one particularstudent or, similarly, any pair of students that have been pairedtogether, for example, during random pairing. Still further, one of theestablished conferences may be randomly selected as the model conferenceby the companion software and, similarly, a student or a pair ofstudents also may be randomly selected to be modelled. Furthermore, thegraphical display on the computer indicates which students are acting asthe models, and which other students are listening to the model bychanging the graphical representation of each of the students involved.

3. STUDENT TAPE AUTO COMPILE

A further feature of the learning system\companion software of thepresent invention is the companion software's ability to assist theteacher in automating the process of retrieving audio recordings made oneach of the student stations (i.e., student recorders 34) and compilingthose audio recordings into a selected format onto one or more cassettetapes in master recorder(s) 32. Similarly, if the student recordings arestored on other devices, they may be accessed in a similar manner. Thusvarious digital storage media, such as hard drives or even non-volatileor volatile memory may be employed as a storage device, by way ofexample.

FIG. 18 is an exemplary window of the companion software for performingthe student tape auto compile function of the present invention. Asshown, the teacher may choose to compile audio recordings from allstudent stations, from student stations assigned to any of the fourprogram groups, or from student stations assigned to library mode. Alsoas shown, the teacher may indicate the lengths of the cassette tapes onwhich the audio recordings are being recorded in the master recorder(s),as well as which master recorder(s) is to be used to record the compiledinformation. The teacher further may identify the amount of recordingtime of each selected student that is to be compiled and the particularrecording speed by the master recorder during such compiling. Othermiscellaneous functions also may be specified including whether thecassette tape in the master recorder(s) is to be rewound aftercompilation is completed, whether the companion software is to print outa listing of students whose recordings were copied, and whether thestudent tapes are to be rewound after the compilation process. Also asshown, the companion software displays various information to theteacher, including the total number of students that have been selectedfor compilation, the total student recording time (which generally is afunction of the time per student selection), the amount of time neededto compile the audio recordings, and the number of cassette tapes thatare required for such compilation. As is shown, the required recordingtime is less than the total playback time of the student answers. Thisis because the audio may be stored at the master unit in a compressedformat and may be transferred at a faster than normal playback rate.

Although not shown in FIG. 18, the companion software further allows theteacher to specify the particular recording format of compilation. Forexample, the teacher may specify that the student recordings arecompiled sequentially onto the “master” cassette tapes in the mastertape recorder(s), wherein the entire recording or a selected amount oftime of the recording of the first selected student is recorded (i.e.,copied), then the recording of the second selected student is copied,and so on. Student order may be selected by the teacher, may correspondto the student seating assignment, or may be determined based on othercriteria, for example, previous test results of the students, studentgrade level, or any information which may be maintained on a rosterfiles, etc. Another possible recording format is to record studentrecordings by question order, wherein the first answer of all selectedstudents are copied onto the master cassette tape, and then the secondanswer of those students are copied, and so on. Here, the question ordermay be sequential (i.e., question order number 1, 2, 3, etc.), or may beselected by the teacher. In this instance, the student recorders arecontrolled to fast forward or rewind to the beginning of the appropriateanswer by means of the recording of data “marks” or signals on thestudent cassettes at the beginning and/or end of each student answer,thus facilitating the locating of a particular answer on the students'cassette tapes. Similar codes may be stored on the master tape to allowfor access to a particular student's answers or any other piece of datawhich has been properly marked. Thus, playback need not take place in apurely serial manner.

By using the student tape auto compile function of the presentinvention, the teacher is able to automatically record student answersonto master tape cassettes for any desired purpose. For example, toallow the teacher to “take home” the students answers for gradingpurposes. Also, particular government sponsored exams require thatstudent answers be recorded in a particular format. Furthermore, it ispossible to provide appropriate output means so that recordedinformation may be transmitted in a digital format over a network or theinternet to an appropriate location for grading, review or offsitestorage. Thus, the learning system of the present invention provides forthe quick, easy and automatic process of providing student recordings inthe required format.

4. RESPONSE ANALYZER

Another feature of the learning system of the present invention is thecompanion software's so-called “response analyzer” function whichprovides for the automatic testing of students. The response analyzerfunction assists the teacher in the test taking process or automaticallycontrols the test taking process in accordance with the teacher'srequirements. Such assistance/control may be provided for a single testquestion, selected test questions, a sequence of test questions, or theentire test (i.e., all of the test questions).

FIG. 19 is an exemplary response analyzer window of the companionsoftware for use by the teacher during or prior to student testing. Toinitiate a new question (e.g., during student testing), the teacherselects “START QUESTION” in the response analyzer window. Thereafter,the selection “START QUESTION” changes to “CLOSE QUESTION” to allow theteacher to manually “close” (i.e., terminate) the question.Alternatively, a separate “CLOSE QUESTION” selection block may beincluded along with the “START QUESTION” selection block.

During testing, the companion software provides to the teacher varioususeful information including the amount of time that has elapsed sincethe start of the current question, the question number (which generallyincrements each time the teacher starts a new question), the number ofstudents who have responded to the current question, and the ratio ofthe number of students who have responded to the current question to thetotal number of non-absent students (response ratio). These values areupdated continuously. The response analyzer window further displays the“correct” answer for the current question as programmed by the teacher(e.g., the correct answer is identified by a different color).

Also as shown, the response analyzer function provides a bar graphdisplay with five columns, each column corresponding to a differentpossible answer, and after the initiation of a question, the percentageof students selecting the respective response is shown in the bar graph.Of course, other types of graphs may be provided.

The companion software's response analyzer function further includes anauto-question-close function in which the teacher is able to pre-programthe response analyzer to “close” a test question after selected criteriaare satisfied. Referring to the exemplary window shown in FIG. 20, theteacher may indicate a particular question, or questions, or all of thequestions, to automatically close based on the following selectableparameters. The teacher may select the time method wherein the companionsoftware closes the question after the selected amount of time haspassed. The teacher may select the correct answer ratio method whereinthe companion software closes the question after the selected percentageof students have answered the question correctly. The teacher may selectthe response ratio method wherein the companion software closes thequestion after the selected percentage of students have responded to thequestion. And the teacher may select the number of responses method,wherein the companion software closes the question after the selectednumber of students have responded to the question.

For ease of use, the threshold value in the window shown in FIG. 20represents that number or percentage utilized by the selected method. Inaddition, the teacher may select a combination of methods to allow forfurther flexibility in the testing procedure. For example, both thetimer method and the correct answer ratio method may be selected,wherein the question is closed automatically after the selected amountof time has passed or after the selected percentage of students haveanswered the question correctly, whichever is sooner (or, alternatively,later). Of course, various methods and/or combinations of methods may beutilized depending on the particular type of test and needs of theteacher.

The analyzer features shown in FIG. 20 further include other automaticfunctions including a so-called “‘all call’ during ‘data set’” functionwhich enables the teacher to communicate with the students, for example,to allow the teacher to recite the question and possible answers priorto allowing the students to select their responses. Another feature“‘all call’ during ‘feedback’” enables the teacher to verbally informthe students of the correct answer and explain the results of theresponses to the question. The function “show instructions” providesinstructions to the teacher.

As previously mentioned, the response analyzer function may be used toassist the teacher for a particular question, selected questions or allof the questions given in a test. Generally, the teacher may choose touse the same method of automatically closing a question for all of thequestions in a test. However, the teacher may select different “autoclose question” methods for different questions within the same test forfurther flexibility in the testing process. Thus, each question may begiven in a customized manner, as needed.

In accordance with the present invention, the teacher may preparequestions and answers in advance and have the companion software performthat test automatically. The test may be in the form of writtenquestions or oral questions, wherein the oral questions are provided bythe teacher during testing or, alternatively, are provided by one of themaster recorders reproducing a cassette tape having questions previouslyrecorded thereon. The teacher may further identify the possible answers,again either in written form or orally, and identify to the companionsoftware the correct answer for each question. The teacher optionallymay pre-program the companion software to automatically close selectedor all questions using one or more auto-questionclose method.Thereafter, the response analyzer function of the present invention isoperable to automatically test the students in accordance with theteacher's desires.

Other programmable options include, and as previously mentioned,allowing the teacher to provide feedback to the students after and/orbefore each question, and feedback to the teacher of certain statisticalinformation pertaining to the current question (e.g., percentagecorrect, etc.). The companion software further can identify eachstudent's selected answer in the respective student block in the mainwindow of the companion software. For example, A, B, C, D or E isdisplayed in the student block depending on the student's answer (asentered on the respective student station), and a question mark isdisplayed if the student has not yet responded to the current question.

The response analyzer function further provides the teacher with acomprehensive, detailed analysis of the student responses which then canbe printed and/or saved in a file. The detailed analysis of the studentresponses is provided by a so-called “analyzer results” dialogue whichis shown in FIG. 21. As shown, the “STUDENT RESULTS” portion of thedialogue displays two grids, a first grid which shows the scores of eachof the students, and a second grid which illustrates detailedinformation (e.g., the student's responses for each of the questions, aswell as the correct answers) for the student highlighted in the firstgrid. The dialogue also includes a “CLASS SUMMARY” which identifies thecorrect answer, the response ratio and the correct response ratio ofeach of the questions, as well as the class average. All of the dataprovided in the analyzer results dialogue, in addition to the particularquestions and answers of the test (if provided), may be stored in memoryor in a file in a storage device. This data also may be printed.

The response analyzer function of the present invention further includesthe capability to automatically (or manually) update the student scoresin the roster file. When updating the roster file, the teacheroptionally may designate a test weight factor (e.g., between 1 and 10)for the current test and, then, each student score, along with the testweight factor, is added to the roster file for that class. In addition,a question weight factor for each individual question within the testmay be set, if desired, and the question weight factors also are storedin the roster file. Generally, the test weight factor determines thenumber of times a test and the corresponding student score is counted inthe average. If question weight factors are provided, then the studentscore reflects the particular question weight factors of the questionsin that test. Of course, other weighting factors also may be utilized.

5. SYNCHRONIZED CONTROL OF LANGUAGE LEARNING SYSTEM HARDWARE ANDPERSONAL COMPUTER RGB/MOUSE COMPUTER-SWITCHING NETWORK

The companion software includes the feature of controlling an RGB/MouseComputer-Switching System (i.e., the CA\LL switcher) that is compatiblewith the language learning system through, for example, an RS-232 serialcommunications port on the computer of teacher unit 30 running thecompanion software. The CA/LL switcher is an existing switching devicethat switches video sources and control signals between various devices(e.g., the student computers and the teacher's computer). A CA/LLSwitcher panel, such as shown in FIG. 22, controls the overall operationof the switching system and provides the following functions. The CA/LLswitcher may be placed in either an on mode or a standby mode, all orselected student stations (e.g., student stations assigned to aparticular group) may be included in CA\LL switching (to be discussed),and personal computers that optionally are attached to the selectedstudent stations may be controlled by the teacher's computer (runningthe companion software).

The synchronized control feature of the present invention allows theteacher to cause the video display on the teacher's computer to be sentto all selected student computer screens, wherein each student stationhas a respective personal computer attached thereto. When the “SENDSCREEN” function is selected by the teacher, the companion software mainwindow may be automatically minimized so as to not display that windowon the student computer screens, and when the teacher turns “SENDSCREEN” off, the companion software main window may automatically bemaximized so that the teacher can resume operation of the companionsoftware. The teacher also may cause selected student computer screensto blank, if necessary. Finally, the teacher may control the keyboardand mouse of a particular student being monitored. Upon selection of“KEYBOARD/MOUSE”, the computer screen of the student being monitored isswitched to the teacher's monitor and, thereafter, the teacher is ableto control that student's computer keyboard and mouse to perform anynecessary operations. For example, it may be necessary for a teacher to“take over” a student's computer to expedite some operation, or astudent may be operating his or her own computer in an improper mannerthus requiring teacher action.

The above-discussed keyboard/mouse function of the present inventioncauses the teacher's computer to control one of the student's computer.Such control may be accomplished by means of a second teacher'scomputer, wherein that second computer controls the student's computerand the teacher's “first” computer is used to execute the companionsoftware of the present invention. However, if the teacher's computer isutilized to run the companion software and also is utilized as the“source PC” for the CA/LL switcher, then activation of thekeyboard/mouse function causes the teacher's computer to physicallydisconnect from its own screen, keyboard and mouse. When this happens,the companion software is unable to receive input from the teacher and,in order to prevent the teacher's computer from being “locked up”, thecompanion software utilizes the following methods to return control ofthe teacher's computer to the teacher. First, a countdown timer methodmay be utilized, wherein the CA/LL switcher window includes a countdowntimer which is automatically activated when the teachers selects thekeyboard/mouse function. The countdown timer is set to any amount oftime, for example, one second, five seconds, ten seconds, thirtyseconds, etc. Another method is to cause interruption by means of thedepression of one of the buttons, for example, the “call clear” buttonon teacher console 30. Of course, other methods may be used.

Moreover, and although not shown in FIG. 22, the source computer (i.e.,the teacher's computer) optionally may “listen” and/or “see” theaudio/video that is heard and seen by the selected student. Thus, theteacher is able to monitor not only the status of a selected student, aspreviously discussed, but also the video and audio information that isbeing seen and heard by that student.

6. PATTERN FILES

The companion software of the present invention further allows teachersto create so-called “pattern files” which contain data regarding thestatus and settings of the learning system, as well as information thatis specific to the companion software settings. A pattern file may storea number of different “patterns”, and after the selection of a storedpattern, the data in the selected pattern is used to set up both thelearning system (control panel) and the companion software. A patternmay be created and then stored, and subsequently may be reproduced tosetup the system. Each pattern includes various data relating to thelearning system including the program group assignments for thestudents, monitor television settings, room television settings, speakersettings, program number settings, Mic mix settings, program cutsettings, Mic cut settings, lid lock settings, auto transfer x1, autotransfer x2 settings, control panel enabled/disabled settings, and soon. Pattern data related to the companion software includes all scanningmonitor parameters, all “view” menu settings (e.g., CA/LL switcher paneldisplay, clock display, student information panel display, sourcecontrol panel display, student unit status display, seat numbersdisplay, monitor marks display, etc.), and all “user option” settings,all as previously discussed. In other words, all information relating tothe setup of all of the hardware systems in the learning system of thepresent invention including button/knob settings and switching settingsand all information pertaining to the setup of the companion software,including scanning information, the appearance of the main and otherwindows, and other settings for the companion software, for a singleclass (or alternatively, multiple classes) are stored in a “pattern” ofa pattern file. After the teacher sets up the learning system andcompanion software as desired, such set up may be stored as a patternand subsequently be retrieved by the teacher prior to each class. Inaddition, a teacher may have multiple patterns for a particular class,wherein a first pattern is used for one portion of a class and anotherpattern is used for another portion of the class. For example, a firstpattern may be used during an instructional stage of a class, and asecond pattern may be used for a testing stage of the class.

The companion software includes a dialogue, such as shown in FIG. 23, toassist the teacher with saving and opening pattern files, and withstoring and recalling the pattern data. As shown, the pattern dialogueincludes a small representation of much of the companion software mainscreen which displays either the current settings of the data that makea pattern, or the settings of each of, for example, five patterns storedin a pattern file. The teacher may then “preview” the pattern settingsbefore recalling the pattern data. Thus, patterns can be previewed priorto distributing to the class.

While the present invention has been particularly shown and described inconjunction with preferred embodiments and features thereof, it will bereadily appreciated by those of ordinary skill in the art that variouschanges may be made without departing from the spirit and scope of theinvention. For example, although the learning system of the presentinvention has been described with reference to the learning of a foreignlanguage, the present invention is not limited to foreign languages andmay be applied to the learning of other areas, for example, arts,sciences, etc.

As another example, although the companion software is described asincluding a main window, a number of other windows, and a number ofdialogues, the present invention is not limited solely to thearrangement as described and may be widely applied to a learning systembeing operated by software that provides information to the user inother manners and formats.

Therefore, it is intended that the appended claims be interpreted asincluding the embodiments described herein, the alternatives mentionedabove, and all equivalents thereto.

What is claimed is:
 1. An automated learning system, comprising: aplurality of student units, each of said student units adapted to beutilized by a respective one of a plurality of students; a teacher unithaving a display and a computer utilizing a graphic user interface, saidteacher unit being coupled with each of said student units, saidcomputer being operable to assist a user in testing each of saidstudents by asking one or more questions, to display to said userinformation regarding the responses received from said plurality ofstudents, and to automatically end a current one of said one or morequestions when a selected one of a plurality of pre-selected conditionsis satisfied; and a plurality of master units for supplying informationto, or storing information output by, each of said student units.
 2. Theautomated learning system of claim 1, wherein said computer includes auser input device for receiving from said user a question begininstruction representing a beginning of a current question; and saidcomputer, in response to receiving said question begin instruction,displays current question information corresponding to the respectivecurrent question.
 3. The automated learning system of claim 2, whereinthe displayed current question information includes an amount of elapsedtime of said current question.
 4. The automated learning system of claim2, wherein the displayed current question information includes aquestion number identifying a number of said current question.
 5. Theautomated learning system of claim 4, wherein said computer is operableto increment the question number by one in response to receiving saidquestion begin instruction.
 6. The automated learning system of claim 2,wherein the displayed current question information includes a number ofsaid students who currently have responded to said current question. 7.The automated learning system of claim 2, wherein the displayed currentquestion information includes a ratio of said students who currentlyhave responded to said current question to a total number of saidstudents.
 8. The automated learning system of claim 2, wherein each ofsaid students units is operable to allow the respective student toselect one of a plurality of possible answers in response to the currentquestion; the displayed current question information includes a graphhaving a plurality of columns, each of said columns corresponding to arespective one of said plurality of possible answers, and said computerdisplays within each of said columns the number of said studentscurrently selecting the respective corresponding answer.
 9. Theautomated learning system of claim 1, wherein said computer includes auser input device for receiving from said user a question begininstruction representing a beginning of a current question; and saidcomputer is operable, in response to receiving said question begininstruction, to automatically end the current question when saidpre-selected condition is satisfied.
 10. The automated learning systemof claim 9, wherein said computer is operable to receive the responsesreceived from said plurality of students only after a question beginsand before the respective question ends.
 11. The automated learningsystem of claim 9, wherein said user input device is operable to receivefrom said user selected question information identifying selected onesof a plurality of questions in a test to be automatically closed; andsaid computer is operable to automatically end each of the selectedquestions when said pre-selected condition is satisfied during therespective question.
 12. The automated learning system of claim 9,wherein said computer is operable to automatically end the currentquestion when a predetermined amount of time after initiation of saidcurrent question has elapsed.
 13. The automated learning system of claim9, wherein said user input device is operable to receive from said usercorrect answer information identifying a correct response to the currentquestion; and said computer is operable to automatically end the currentquestion when a predetermined percentage of students have supplied tothe respective student units a response corresponding to the correctresponse to the current question.
 14. The automated learning system ofclaim 9, wherein said computer is operable to automatically end thecurrent question when a predetermined percentage of students haveresponded to the current question.
 15. The automated learning system ofclaim 9, wherein said computer is operable to automatically end thecurrent question when a predetermined number of students have respondedto the current question.
 16. The automated learning system of claim 9,wherein said user input device is operable to receive from said userfirst selected question information identifying first selected ones of aplurality of questions to be automatically closed when a firstpre-selected condition is satisfied, and to receive from said usersecond selected question information identifying second selected ones ofsaid plurality of questions to be automatically closed when a secondpre-selected condition is satisfied; and said computer is operable toautomatically end each of the first selected questions when said firstpre-selected condition is satisfied and to automatically end each of thesecond selected questions when said second pre-selected condition issatisfied.
 17. An automated learning system, comprising: a plurality ofstudent means, each of said student means being adapted to be utilizedby a respective one of a plurality of students; a plurality of mastermeans for supplying respective information to each of said studentunits; and control means having a graphical user interface forcontrolling each of said student means and said master means, saidcontrol means being operable to assist a user in testing each of saidstudents by asking one or more questions, said control means includingdisplay means for displaying to said user information regarding theresponses received from said plurality of students, and to automaticallyend a current one of said one or more questions when a selected one of aplurality of pre-selected conditions is satisfied.
 18. The learningsystem of claim 17, wherein said control means includes user input meansfor receiving from said user a question begin instruction representing abeginning of a current question; and said control means, in response toreceiving said question begin instruction, controls said display meansto display current question information corresponding to the respectivecurrent question.
 19. The learning system of claim 18, wherein thedisplayed current question information includes an amount of elapsedtime of said current question.
 20. The learning system of claim 18,wherein the displayed current question information includes a questionnumber identifying a number of said current question.
 21. The learningsystem of claim 20, wherein said control means is operable to incrementthe question number by one in response to receiving said question begininstruction.
 22. The learning system of claim 18, wherein the displayedcurrent question information includes a number of said students whocurrently have responded to said current question.
 23. The learningsystem of claim 18, wherein the displayed current question informationincludes a ratio of said students who currently have responded to saidcurrent question to a total number of said students.
 24. The learningsystem of claim 18, wherein each of said student receiving means isoperable to allow the respective student to select one of a plurality ofpossible answers in response to the current question; the displayedcurrent question information includes a graph having a plurality ofcolumns, each of said columns corresponding to a respective one of saidplurality of possible answers, and said control means controls saiddisplay means to display within each of said columns the number of saidstudents currently selecting the respective corresponding answer. 25.The learning system of claim 17, wherein said control means includesuser input means for receiving from said user a question begininstruction representing a beginning of a current question; and saidcontrol means is operable, in response to receiving said question begininstruction, to automatically end the current question when saidpre-selected condition is satisfied.
 26. The learning system of claim25, wherein said control means is operable to receive the responsesreceived from said plurality of students only after a question beginsand before the respective question ends.
 27. The learning system ofclaim 25, wherein said user input means is operable to receive from saiduser selected question information identifying selected ones of aplurality of questions in a test to be automatically closed; and saidcontrol means is operable to automatically end each of the selectedquestions when said pre-selected condition is satisfied during therespective question.
 28. The learning system of claim 25, wherein saidcontrol means is operable to automatically end the current question whena predetermined amount of time after initiation of said current questionhas elapsed.
 29. The learning system of claim 25, wherein said userinput means is operable to receive from said user correct answerinformation identifying a correct response to the current question; andsaid control means is operable to automatically end the current questionwhen a predetermined percentage of students have supplied to therespective student receiving means a response corresponding to thecorrect response to the current question.
 30. The learning system ofclaim 25, wherein said control means is operable to automatically endthe current question when a predetermined percentage of students haveresponded to the current question.
 31. The learning system of claim 25,wherein said control means is operable to automatically end the currentquestion when a predetermined number of students have responded to thecurrent question.
 32. The learning system of claim 25, wherein said userinput means is operable to receive from said user first selectedquestion information identifying first selected ones of a plurality ofquestions to be automatically closed when a first pre-selected conditionis satisfied, and to receive from said user second selected questioninformation identifying second selected ones of said plurality ofquestions to be automatically closed when a second pre-selectedcondition is satisfied; and said control means is operable toautomatically end each of the first selected questions when said firstpre-selected condition is satisfied and to automatically end each of thesecond selected questions when said second pre-selected condition issatisfied.
 33. A method of controlling a learning system having aplurality of student units for use by students, a plurality of masterunits and a teacher unit having a computer with a display and a graphicuser input, comprising the steps of: receiving by said plurality ofstudent units responses from a plurality of students in response to oneor more questions, each of said student units being utilized by arespective one of said plurality of students; receiving the responsesreceived by said student units from said plurality of students;displaying information regarding the responses received from saidplurality of students at said graphical user interface of said computer;and automatically ending a current one of said one or more questionswhen a selected one of a plurality of pre-selected conditions issatisfied.
 34. The method of claim 33, further comprising the steps ofreceiving from said user a question begin instruction representing abeginning of a current question; and displaying, in response toreceiving said question begin instruction, current question informationcorresponding to the respective current question.
 35. The method ofclaim 34, wherein the displaying step is carried out by displaying anamount of elapsed time of said current question.
 36. The method of claim34, wherein the displaying step is carried out by displaying a questionnumber identifying a number of said current question.
 37. The method ofclaim 36, further comprising the step of incrementing the questionnumber by one in response to receiving said question begin instruction.38. The method of claim 34, wherein the displaying step is carried outby displaying a number of said students who currently have responded tosaid current question.
 39. The method of claim 34, wherein thedisplaying step is carried out by displaying a ratio of said studentswho currently have responded to said current question to a total numberof said students.
 40. The method of claim 34, wherein the firstreceiving step is carried out by receiving from each of the students arespective selected one of a plurality of possible answers in responseto the current question; the displaying step is carried out bydisplaying a graph having a plurality of columns, each of said columnscorresponding to a respective one of said plurality of possible answers,and by displaying within each of said columns the number of saidstudents currently selecting the respective corresponding answer. 41.The method of claim 33, further comprising the steps of receiving fromsaid user a question begin instruction representing a beginning of acurrent question; and automatically ending, after receiving saidquestion begin instruction, the current question when said pre-selectedcondition is satisfied.
 42. The method of claim 41, wherein said secondreceiving step is carried out by receiving the responses received fromsaid plurality of students only after a question begins and before therespective question ends.
 43. The method of claim 41, further comprisingthe step of receiving from said user selected question informationidentifying selected ones of a plurality of questions in a test to beautomatically closed; and said automatically ending step is carried outby automatically ending each of the selected questions when saidpre-selected condition is satisfied during the respective question. 44.The method of claim 41, wherein said automatically ending step iscarried out by automatically ending the current question when apredetermined amount of time after initiation of said current questionhas elapsed.
 45. The method of claim 41, further comprising the step ofreceiving from said user correct answer information identifying acorrect response to the current question; and said automatically endingstep is carried out by automatically ending the current question when apredetermined percentage of students have supplied a responsecorresponding to the correct response to the current question.
 46. Themethod of claim 41, wherein said automatically ending step is carriedout by automatically ending the current question when a predeterminedpercentage of students have responded to the current question.
 47. Themethod of claim 41, wherein said automatically ending step is carriedout by automatically ending the current question when a predeterminednumber of students have responded to the current question.
 48. Themethod of claim 41, further comprising the steps of receiving from saiduser first selected question information identifying first selected onesof a plurality of questions to be automatically closed when a firstpre-selected condition is satisfied, and receiving from said user secondselected question information identifying second selected ones of saidplurality of questions to be automatically closed when a secondpre-selected condition is satisfied; and said automatically ending stepis carried out by automatically ending each of the first selectedquestions when said first pre-selected condition is satisfied and byautomatically ending each of the second selected questions when saidsecond pre-selected condition is satisfied.